Some miscellaneous features are: The Future Focussed Themes have the capacity to steer the devising of science curriculum Aims; there is provision for values to be explicit, and to resonate between the Framework and the science curriculum - where, being positioned with Aims of science education, they are clearly related to competencies (principle 3); notions of scientific literacy are located with the Aims, and are to be debated in that context; and there is an opportunity, again at the level of Aims, for the relationship between the science curriculum and the ‘Puutaiao’ document to be articulated.
Essential Competencies and Science Competencies: Our Proposal
Would it be actually be possible to write, within the box labelled ‘essential competencies’, a formulation which did have appropriate ”implications for and from the science curriculum”? We believe it would. Taking the various versions of essential competencies proposed so far at Framework level, we have chosen a combination (Figure 4) that enables, in our view, exemplification into a satisfyingly broad range of science competencies (Figure 5).
Figure 3: Translating Framework-level essential competencies into curriculum-level science competencies – a possible model.
From TKI | NZ Curriculum Marautanga Project | What’s happening | Science | Reframing the essential skills
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